LinguaFolio
Wisconsin
Teacher Guide
WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
Foreword
As educators, it has always been two of our objectives to get our students to become
independent learners and to be more reflective on their learning, not just in language learning but
in all areas of their education. We now have a document, a tool that strives to achieve these two
goals – the LinguaFolio Wisconsin.
The LinguaFolio Wisconsin is a language portfolio that promotes the effort of students
owning their language learning. Based on the European Language Portfolio and other
LinguaFolios used around the United States, the LinguaFolio Wisconsin gets students to reflect
on their own past language experiences, to reflect on different language learning strategies, to
assess their language abilities, and also to have them provide evidence of their language abilities.
Starting in the summer of 2006, the WAFLT New Vision In Action Task Force took on
the project of creating a linguaFolio for the state of Wisconsin. Over the next year, the Task
Force looked at numerous linguaFolios from other states and developed a draft that was then
piloted by a number of schools around the state. The result of this hard work is the document
you have at the end of this Teacher Guide.
Though the LinguaFolio Wisconsin does share the major components found in the
European Language Portfolio and the other American linguaFolios, it does contain some unique
features that are closely aligned with the Wisconsin Performance Standards. It may be a concern
of some on how much more work and time this will take from a teacher’s already very busy
curriculum. However, the answer is fortunately not much time at all. It is the students’
portfolio, not the teacher’s. So, it’s not graded. The students decide what goes into it. They
reflect for themselves on their own language learning, and they assess their own language
abilities. The teacher is there to provide support and guidance. This process is extremely
important if we wish for our students to becoming life-long language learners. It is our hope that
you will see the great benefits that come from the LinguaFolio Wisconsin and will use it with
your students.
Kyle D. Gorden
WAFLT New Visions in Action Chair
November 2007
WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
Table of Contents
I.
Foreword ............................................................................................................. 2
II. Acknowledgements ............................................................................................. 4
 WAFLT New Vision in Action Task Force
 Piloting Teachers and Schools
 Special Thanks
III. Introduction
 Overview of LinguaFolio ........................................................................... 5-6
 Introduction of LinguaFolio Wisconsin ................................................................ 7
IV. Implementation of LinguaFolio Wisconsin in the Classroom ............................ 8
 Suggested Timeline ......................................................................................... 8
 My Language Experiences .............................................................................. 9
 My Language Learning Strategies ................................................................. 10
 My Self Assessment Checklist ...................................................................... 11
o Description of the Four Language Levels ........................................... 12
o Wisconsin Performance Guidelines .............................................. 13-17
 My Language Dossier .............................................................................. 18-19
V. Resources for the LinguaFolio Wisconsin ......................................................... 20
Appendix: Black & White Photocopy Ready LinguaFolio Wisconsin
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
Acknowledgements
The LinguaFolio Wisconsin would not have been possible without the efforts of many
people. The Wisconsin Association For Language Teachers (WAFLT) expresses its utmost
appreciation and gratitude to the WAFLT New Visions In Action Task Force (WNVA) that
committed time and knowledge to make the LinguaFolio Wisconsin possible. The WNVA Task
Force members are:
Linda Bullette
Spanish Teacher
Middleton High School
Middleton, Wisconsin
Kyle Gorden, Chair
German Teacher
Elkhorn Area High School
Elkhorn, Wisconsin
Paul Sandrock
World Languages Consultant
Dept. of Public Instruction
Madison, Wisconsin
Jaci Collins
French & Japanese Teacher
Lincoln High School
Manitowoc, Wisconsin
Peg Jonas
French Teacher
Lancaster High School
Lancaster, Wisconsin
Tiffany Shields
Spanish Teacher
McFarland High School
McFarland, Wisconsin
Jacquelyn Dove
French Teacher
Pilgrim Park Middle School
Brookfield, Wisconsin
Tammy Riedel
Spanish Teacher
Fox River Middle School
Waterford, Wisconsin
Much appreciation goes to the following people and institutions, who contributed to the
development of the LinguaFolio Wisconsin by piloting this project with their students.
Jennifer Block
Spanish Teacher
De Pere High School
De Pere, Wisconsin
Marge Draheim
German & Spanish Teacher
Appleton East High School
Appleton, Wisconsin
Karen Fowdy
German Teacher
Monroe High School
Monroe, Wisconsin
Jaci Collins
French & Japanese Teacher
Lincoln High School
Manitowoc, Wisconsin
Cathy Etheridge
Spanish Teacher
Appleton East High School
Appleton, Wisconsin
Kyle Gorden
German Teacher
Elkhorn Area High School
Elkhorn, Wisconsin
Jacquelyn Dove
French Teacher
Pilgrim Park Middle School
Brookfield, Wisconsin
Kari Ewoldt
Spanish Teacher
De Pere High School
De Pere, Wisconsin
Chie Kakigi
Japanese Teacher
Menasha High School
Menasha, Wisconsin
A special thanks goes to the Executive Board of the Wisconsin Association For Language
Teachers (WAFLT) and Donna Clementi for all their efforts to make the LinguaFolio Wisconsin
a reality.
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
Overview of LinguaFolio
(Source for the following information came from the National Council of State Supervisors for
Languages website: http://www.ncssfl.org/links/index.php?linguafolio.)
The origin of the LinguaFolio in the United States came from the European Language
Portfolio which debuted in 2001 and is being used in over 20 European countries. The American
LinguaFolio, like the European Language Portfolio, is a portfolio that learners keep throughout
their educational and professional careers to document their language competencies in all
languages, including heritage languages and English for speakers of other languages; to reflect
on their intercultural competencies; and to manage their own language learning.
The goals of the LinguaFolio is to make language learning more clearly understood by
those other than language educators, to document individual performance, to align with
internationally accepted criteria to facilitate articulation among language programs based on a
clear and commonly accepted description of language proficiency, to serve as a tool to assess
language learning, to recognize and value heritage languages, and to promote language learning
as a life-long endeavor.
LinguaFolio is a document in which those who are learning or have learned a language in
school or outside of school can reflect on their language learning and cultural experiences. It is a
tool that can accompany language learning throughout life and is suitable for documenting
language abilities for various uses.
LinguaFolio is intended:
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to encourage the learning of all languages
to emphasize the value of knowing many languages - plurilingualism and pluriculturalism
to contribute to global understanding
to promote autonomous learning and the ability to assess one's skills
to facilitate articulation among language programs (e.g., high school to university,
transfer of students within school districts) based on a clear and commonly accepted
description of language proficiency
to serve as a tool to assess language learning
to recognize and value heritage languages
to promote language learning as a life-long endeavor
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
LinguaFolio will help learners:
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to evaluate and describe their language proficiency in clear and simple terms
to document and reflect on their language learning inside and outside school and on their
intercultural experiences
to inform others about their proficiency in different languages e.g., when changing
schools, starting a language course, participating in an exchange program, applying for a
job
to set personal language learning objectives and map out ways to achieve them, e.g.,
cultivating community experiences, listening to music, using the web
LinguaFolio will help educators, schools and other institutions:
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to recognize the needs and motivation of learners and to help them set learning goals
to develop culturally responsive programs for learner strengths and needs
to obtain information about the language learners previous language learning experiences
to evaluate and document performance in a differentiated way
to connect US standards and performance guidelines to internationally accepted Common
European Framework of Reference for Languages
to describe their language programs and produce evidence of language learning
experiences
LinguaFolio will help businesses and community employers:

to profile language proficiency of their employees or job applicants and to make better
use of their language abilities
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
Introduction to the LinguaFolio Wisconsin
The Wisconsin’s version of the LinguaFolio contains four parts:

My Language Experiences – an overview of the learner’s experiences with different
languages and cultures. This section asks the learner to provide personal information in
the following five areas:
 Languages used
 Languages and culture explored
 Contacts with people who speak languages other that English
 Language experiences outside the U.S.A
 Any participation in language test or competitions, certificates, diplomas,
etc.

My Language Learning Strategies – a record of the learner’s language learning
strategies, and helps the learner evaluate his/her language learning style to set future
learning goals.

My Self-Assessment Checklist – the learner’s own assessment of his/her abilities in
speaking, writing, reading, listening and culture in that language.

My Language Dossier – a collection of a variety of work chosen by the learner to
demonstrate the learner’s ability in that language.
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
Implementation of LinguaFolio Wisconsin
The timeline below is suggested for implementing LinguaFolio Wisconsin with students
in language courses held daily during one academic school year. Schools with alternate
schedules i.e. block scheduling, trimesters, every other day classes, etc.; will need to adjust the
implementation.
Teachers may also wish add their own sections to LinguaFolio Wisconsin or add
columns or descriptors to the ‘My Language Learning Strategies’ and ‘My Self-Assessment
Checklist’ sections. The key thing is not to eliminate any section of the original LinguaFolio
Wisconsin. This portfolio is meant to follow the student from class to class, teacher to teacher,
language to language, and school to school.
Suggested Timeline
.
In with the first 2 weeks of the 1st year
1. Introduce LinguaFolio Wisconsin and discuss its purpose with students.
2. Complete the ‘My Language Experiences’ section.
During each chapter/unit
1. Set personal/class goals.
2. Collect evidence for the ‘My Language Dossier’ section and fill out a reflection sheet for
each piece of evidence.
End of a grading period/semester
1. Review and update the ‘My Language Learning Strategies’ section.
2. Complete/update the ‘My Self-Assessment Checklist’ section.
Beginning of following years
1. Review and update the ‘My Language Experiences, My Language Learning Strategies,
and My Self-Assessment Checklist’ sections.
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
My Language Experiences
(The following section has been adapted from the Nebraska LinguaFolio project.)
The section entitled "My Language Experiences" is designed to help students understand
and explore their current and past experiences with language and culture. What follows are some
suggestions for helping students to be successful with this section of the LinguaFolio Wisconsin.
Suggestions for Implementation:
1. Before class, complete a teacher model of this section of the LinguaFolio Wisconsin. To do
this, simply complete a personal version of this section by placing information from your
experiences in the blanks. An overhead copy could even be created in order to share this
information more clearly with students.
2. Discuss the purpose of this section with students. The purpose is to understand language
progress and experiences so that students can better understand how they are growing
in their knowledge and experiences.
3. Share your model with students and discuss appropriate items that students could place in the
blanks.
4. Allow students to complete the page, answering questions as they arise.
5. Group students, and ask them to share their experiences based on the completed page.
6. Ask students to return to their pages and make any additions that they wish to make as a
result of the peer discussion
7. As some point, have the students share this section with their parents/guardians, possibility at
parent-teacher conferences. Have students make any additions or changes that they wish to
make as a result of their parents'/guardians' input.
8. In the following school years, students should update this information at the beginning of the
school year or course.
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
My Language Learning Strategies
(The following section has been adapted from the Nebraska LinguaFolio project.)
The section entitled "My Language Learning Strategies" is designed to help students
understand their current learning habits and to set goals in future language study. What follows
are some suggestions for helping students to be successful with this section of the LinguaFolio
Wisconsin.
Suggestions for Implementation:
1. Discuss the purpose of this section with students. The purpose is to better understand how
a student currently learns language and explores new strategies in order to be a more
successful learner and to better understand my growth in learning skills over time.
2. Go through each category with students asking a few students each time what they do in this
category to learn languages.
3. Ask students to share any strategies not listed that they use in learning languages, and have
them write those strategies at the bottom of the appropriate sections. You may wish to share
a few of your own learning strategies.
4. Ask students to complete each category by thinking about how they learn before moving on
to the next one. (You may wish to break this activity up in a number of class periods if you
do not wish to devote an entire class period to this activity.)
5. Ask students to share their answers with classmates via a brief discussion.
6. Request that students return to their charts in order to make any updates as a result of the peer
discussion.
7. This section should be reviewed and updated at the end of a grading period/semester. This
would also be the time for students to complete the last 'learning reflection' part. At the start
of a new school year/course, students should review section.
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
My Self-Assessment Checklist
(The following section has been adapted from the Nebraska LinguaFolio project.)
The goal of the section entitled "My Self-Assessment Checklist" is to help students
understand their level of proficiency in the language being learned as well as their growth in
proficiency. This aim is accomplished through rubrics and self-assessments based on the
Wisconsin Performance Standards which have been included in this Teacher Guide. The SelfAssessment statements are in the form of "I can" statements that allow students to realize what
they can do with the language. What follows are some suggestions for helping students to be
successful with this section of the LinguaFolio Wisconsin.
Suggestions for Implementation:
1. Briefly discussed the Self-Assessment Checklist and its purpose. The purpose is to better
understand where students are in their abilities in the communication (speaking, writing,
reading, and listening) and culture of a particular language. It will be necessary for students
to complete a separate checklist for each language they are or have been studying.
2. Discuss the checklist with students. The following may need to be addressed:
 This checklist will be visited two times a year or at the end of a semester.

The terms 'Beginning, Developing, Transitioning, Refining' and do not refer to 1st year,
2nd year, 3rd year and 4th year of any language study. Language proficiency is developed
over an extended period of study and practice.
 If they are in the first year of a course, they do not need to go beyond the 'Beginning'
sections of the checklist unless you choose to do so.
 If they are in a more advanced level of a course, they will not necessarily be in the
'Developing' or 'Transitioning' section of the competency checklist. Where they are is an
individual matter, and they must be honest with themselves if they are to complete a true
self-assessment.
 They need to understand that they might be more competent in one area than another. Just
because they are at the 'Developing' level in one area does not necessarily mean that all
other areas will be 'Developing.' They may be in a higher or lower language level in other
areas.
3. Ask students to complete the appropriate sections of the Self-Assessment Checklist.
4. Each time they complete this checklist, ask students to score themselves on the "My SelfAssessment Scorecard" on the bottom of the first page of this section
5. Optional Activity: Have students discuss with a partner how they assessed themselves as well
as why they thought they belonged in a certain level.
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
Wisconsin Performance Standards
(Source for this part of this section came from pages 29-33, 228-232 in the Wisconsin DPI
publication - Planning Curriculum for Learning World Languages.)
Description of the Four Language Levels

Beginning: Students are able to list, identify, name, and provide concrete information.
Who am I? Who are you?

Developing: Students are able to investigate similarities and differences. What is my life
like? What is your life like?

Transitioning: Students are able to share and compare perspectives. How do I look at
the world? How do you look at the world?

Refining: Students are able to discuss and defend opinions. What do I think and feel?
What do you think and feel?
It is important to remember that the four levels listed above refer to proficiency levels
and do not refer to 1st year, 2nd year, 3rd year and 4th year of any language study!! Language
proficiency is developed over an extended period of study and practice.
On the OPI scale, Beginning is equivalent to Novice High, Developing to Intermediate
Low, Transitioning to Intermediate Mid, and Refining to Intermediate High.
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
COMMUNICATION
A: INTERPERSONAL: CONVERSATION
Content Standard: Students in Wisconsin will engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions in a language other than their
own.
Rationale: Students must know how to use the language effectively in order to exchange ideas
and information with other people in a culturally appropriate manner. This standard focuses on
the goal of learning to engage in conversations.
PERFORMANCE STANDARDS
Beginning (Receptive - Imitative):
A.1. Conversations: Students will carry on a
short conversation about personal interests,
including what they have done, are doing, and
are planning to do
A.2. Questions: Students will ask and answer
questions, including biographical information
A.3. Opinions: Students will state personal
preferences and feelings
Developing (Imitative - Reflective):
A.1. Conversations: Students will sustain a
conversation including descriptions on selected
topics about themselves and their state or
country
A.2. Questions: Students will ask and answer a
variety of questions, giving reasons for their
answers
A.3. Opinions: Students will state personal
preferences and feelings with some explanation
A.4. Problem-solving: Students will give
possible solutions to a problem related to a
personal need
A.5. Comprehension: Students will ask for
simplification and clarification.
A.4. Problem-solving: Students will express
personal needs
A.5. Comprehension: Students will ask for
repetition and repeat to ensure understanding
Transitioning (Reflective - Interactive):
A.1. Conversations: Students will discuss and
defend an option on selected topics from the
local to the international level
Refining (Interactive - Initiative):
A.1. Conversations: Students will discuss or
debate a wide variety of topics from the local to
the international level, hypothesizing,
convincing, persuading, and negotiating to reach
a conclusion
A.2. Questions: Students will ask and answer a
variety of questions that require elaboration and
substantiation of opinions
A.3. Opinions: Students will defend personal
preferences, feelings, and opinions with
substantive arguments
A.4. Problem-solving: Students will discuss
options and negotiate to solve a problem
A.2. Questions: Students will ask and answer a
variety of questions that require follow-up
questions and responses for more information
A.3. Opinions: Students will defend personal
preferences, feelings, and opinions with more
complete explanation
A.4. Problem-solving: Students will suggest
options for solving problems related to personal
needs and needs of others
A.5. Comprehension: Students will ask for
clarification and suggest alternative words to
ensure understanding
A.5. Comprehension: Students will ask for
clarification and be able to paraphrase to ensure
understanding
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
B. INTERPRETIVE: LISTENING AND READING
Content Standard: Students in Wisconsin will understand and interpret a language other than
their own in its written and spoken form on a variety of topics.
Rationale: Students must develop strong listening and reading skills to interpret the concepts,
ideas, and opinions expressed by members of other cultures through their media and their
literatures. This standard focuses on increasing the level of understanding as students listen to,
read, or view materials in a new language.
PERFORMANCE STANDARDS
Beginning (Receptive - Imitative):
B.1. Listening: Students will understand spoken
language on familiar topics that has strong visual
support
B.2. Listening: Students will comprehend
simple daily conversations on familiar topics
and selected, age-appropriate authentic
recordings, broadcasts, and videos
B.3. Reading: Students will understand written
materials on familiar topics that have strong
visual support
B.4. Reading: Students will comprehend the
main idea of selected, short authentic written
materials
B.5. Strategies: Students will use previous
classroom experience with the language to
understand its spoken and written forms
Developing (Imitative - Reflective):
B.1. Listening: Students will understand spoken
language that incorporates familiar vocabulary
and structures
B.2. Listening: Students will comprehend the
main idea and some supporting ideas of selected
authentic materials including recordings,
broadcasts, and videos
B.3. Reading: Students will understand selected
written materials on topics of personal interest
Transitioning (Reflective - Interactive):
B.1. Listening: Students will understand spoken
language that incorporates more advanced
vocabulary and structures
B.2. Listening: Students will comprehend the
main ideas and supporting ideas of oral
presentations and selected authentic materials
including videos, and radio and television
broadcasts
B.3. Reading: Students will understand more
complex written materials on a variety of topics
and formats
B.4. Reading: Students will comprehend the
main idea and key supporting ideas, and begin to
make inferences in selected authentic written
materials
B.5. Strategies: In addition, students will use
the dictionary to look up words that cannot be
deciphered via previously learned strategies
Refining (Interactive - Initiative):
B.1. Listening: Students will understand spoken
language on a wide variety of topics
B.4. Reading: Students will comprehend the
main idea and some supporting ideas of selected
authentic written materials
B.5. Strategies: In addition, students will begin
to derive meaning through use of prediction,
prefixes, suffixes, root words, words similar to
English, contextual clues, and word order
B.2. Listening: Students will comprehend the
main idea and supporting ideas of oral
presentations and authentic spoken materials
B.3. Reading: Students will understand written
materials on a wide variety of topics and in a
wide variety of formats
B.4. Reading: Students will comprehend the
main idea and supporting ideas, and make
inferences in a wide variety of authentic written
materials
B.5. Strategies: In addition, students will
analyze the author's use of language to
understand a written text
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
C: PRESENTATIONAL: SPEAKING AND WRITING
Content Standard: Students in Wisconsin will present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics in a language other than their own.
Rationale: Students must develop strong speaking and writing skills to communicate their
thoughts, concepts, and opinions effectively to members of other cultures. This standard focuses
on presenting information in a way that is appropriate for the audience.
PERFORMANCE STANDARDS
Beginning (Receptive - Imitative):
C.1. Oral presentations: Students will
dramatize student-created and/or authentic
songs, short poems, skits, or dialogues
C.2. Speeches: Students will write and present a
short narrative about themselves
Developing (Imitative - Reflective):
C.1. Oral presentations: Students will present
student-created and/or authentic short plays,
stories, skits, poems, and songs
C.2. Speeches: Students will write and deliver a
short presentation about their school or
community
C.3. Directions: Students will give simple
directions to someone in order to complete a
multi-step task
C.4. Recounting events: Students will tell a
story incorporating some description and detail
C.5. Forms of writing: Students will write short
compositions and letters
C.3. Directions: Students will give simple
commands and make requests of another person
or group
C.4. Recounting events: Students will tell a
simple story
C.5. Forms of writing: Students will write
personal journals and/or brief messages to
friends (postcard, letter, or e-mail)
Transitioning (Reflective - Interactive):
C.1. Oral presentations: Students will present
student-created works and excerpts of authentic
literature
C.2. Speeches: Students will write and deliver a
short speech on a topic of personal interest
C.3. Directions: Students will give a series of
directions to someone, coaching the person in
order to complete the task
C.4. Recounting events: Students will recount a
story with substantive description and detail
Refining (Interactive - Initiative):
C.1. Oral presentations: Students will present
student-created works and authentic literature
C.2. Speeches: Students will write and present a
speech on a topic that has been researched
C.3. Directions: Students will give a series of
detailed instructions to someone with
suggestions in how best to complete the task
C.4. Recounting events: Students will recount a
long story with a wide variety of details and
descriptions
C.5. Forms of writing: Students will write
formal compositions, research papers, and letters
for a variety of purposes
C.5. Forms of writing: Students will write
formal compositions and letters for a variety of
purposes
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
CULTURE
D: PRACTICES
Content Standard: Students in Wisconsin will demonstrate an understanding of the
relationship between the practices and perspectives of the cultures studied.
Rationale: To fully understand another culture, students need to develop an awareness of
another people's way of life, of the patterns of behavior that order their world, and of the
traditional ideas, attitudes, and perspectives that guide their behaviors.
PERFORMANCE STANDARDS
Beginning (Receptive- Imitative):
D.1. Patterns of interaction: Students will
observe and imitate appropriate patterns of
behavior (such as greetings or gestures) used
with friends and family in the cultures studied
D.2. Cultural activities: Students will
participate in and learn about age-appropriate
cultural activities (such as games, songs, and
holiday celebrations)
Developing (Imitative - Reflective):
D.1. Patterns of interaction: Students will
interact with respect using culturally appropriate
patterns of behavior in everyday informal and
social situations
D.2. Cultural activities: Students will
experience cultural and social activities common
to students of similar age in the target cultures
(such as holiday celebrations, school life, and
pastimes)
D.3. Beliefs and attitudes: Students will
identify some common beliefs and attitudes
within the cultures studied and compare them to
their own beliefs and attitudes
D.4. Historical influences: Students will begin
to be able to explain historical and philosophical
reasons for different patterns of interaction
D.3. Beliefs and attitudes: Students will
identify some common beliefs and attitudes
within the cultures studied such as social
etiquette or the role of the family
D.4. Historical influences: Students will
identify reasons for different patterns of
interaction
Transitioning (Reflective - Interactive):
D.1. Patterns of interaction: Students will
interact with respect according to the social and
cultural requirements of most social and some
formal contexts
D.2. Cultural activities: Students will compare
and contrast activities from other cultures to
their own in relation to home, school,
community, and nation
Refining (Interactive - Initiative):
D.1. Patterns of interaction: Students will
interact in a variety of cultural contexts
(formal/informal, social/work) with sensitivity
and respect
D.2. Cultural activities: Students will examine
the role and importance of various social
activities within the cultures studied (such as
religious celebrations, historical events, rites of
passage)
D.3. Beliefs and attitudes: Students will
explain how beliefs, perspectives, and attitudes
affect the target countries' position on global
issues
D.4. Historical influences: Students can discuss
historical and philosophical backgrounds that
have influenced a culture's patterns of
interaction
D.3. Beliefs and attitudes: Students will discuss
and compare beliefs and attitudes within the
cultures studied and their own in relation to
home, school, community and nation
D.4. Historical influences: Students will exhibit
broader and deeper knowledge of historical and
philosophical backgrounds that explain patterns
of interaction
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
E: PRODUCTS
Content Standard: Students in Wisconsin will demonstrate an understanding of the
relationship between the products and perspectives of the cultures studied.
Rationale: To respect and appreciate the diversity of their world, students need to learn about the
contribution of other cultures to the world and the solutions they offer to problems confronting
them. Awareness of these contributions helps students understand how their views and other
people's views of the world have been influenced.
PERFORMANCE STANDARDS
Beginning (Receptive - Imitative):
E.1. Objects and symbols: Students will
identify objects and symbols, such as flags or
currency, that are used day-to-day and represent
other cultures
E.2. Contributions: Students will identify some
major contributions and historical figures from
the cultures studied that are significant in the
target culture
E.3. Mutual influences: Students will identify
some historical and contemporary influences
from other cultures that are significant in their
own culture such as explorers and settlers,
music, and sports
E.4. Geography: Students will identify
countries, regions, and geographic features
where the target language is spoken
Developing (Imitative - Reflective):
E.1. Objects and symbols: Students will
compare objects and symbols, such as flags or
currency, from other cultures to those found in
their own culture
E.2. Contributions: Students will identify
major contributions and historical figures from
the culture studied that are significant in the
target cultures
E.3. Mutual influences: Students will identify
some historical and contemporary influences
from other cultures that impact today's society
such as the democratic form of government and
environmental concerns
E.4. Geography: Students will explain the
impact of the target country's geography on
daily life
Transitioning (Reflective - Interactive):
E.1. Objects and symbols: Students will
research the historic background of objects and
symbols and how they came to represent certain
cultures
E.2. Contributions: Students will examine the
role and significance of the contributions of
other cultures in today's world
E.3. Mutual influences: Students will discuss
how historical and contemporary influences
from other cultures shape people's views of the
world and their own attitudes toward issues
facing the world
E.4. Geography: Students will explain the
impact of the target country's geography on the
people's beliefs, perspectives, and attitudes
Refining (Interactive - Initiative):
E.1. Objects and symbols: Students will
connect objects and symbols of other cultures to
the underlying beliefs and perspectives
E.2. Contributions: Students will examine the
role and significance of other cultures on the
target culture
E.3. Mutual influences: Students will explain
the impact of a culture's views on what is
happening and could happen in the world today
E.4. Geography: Students will evaluate the
target country's geography with respect to the
impact on politics, economics, and history
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
My Language Dossier
(The following section has been adapted from the Nebraska LinguaFolio project.)
The goal of this section entitled “My Language Dossier” is to help students understand
their language growth through the creation of goals, collection of evidence representing the
achievement of goals, and reflections regarding the learning experience. What follows are some
suggestions for helping students to be successful with this section of the LinguaFolio Wisconsin.
Suggestions for Implementation:
1. Discuss the purpose of this section with students. The purpose is to better understand
students’ growth in their language learning through the creation of goals for each
chapter/unit, the collection of evidence (work) showing that these goals have been achieved,
and the reflection on the language learning experience. It will be necessary for students to
complete a separate dossier for each language they are or have been studying.
2. At the beginning of a chapter/unit, return briefly to the ‘Self-Assessment Checklist.’ Address
with students where they fall on the Self-Assessment grid. Doing this makes it more likely
that students will understand the goals appropriate to where they are on the grid.
3. Provide an overview of the coming chapter for students. Referring to the Wisconsin
Performance Standards, the teacher sets and shares two/three chapter/unit goals for the entire
class. These goals will be those which the teacher believes ALL students are able to attain by
the end of the chapter/unit.
Optional: Instead of class goals, the students write down two/three goals they would like to
achieve and feel they can achieve by the end of the chapter/unit.
Optional: The teacher may also wish to set two or three goals pertinent to the chapter/unit
from the ‘My Language Learning Strategies’ for the entire class.
4. Tell students they will be keeping all of their work until the end of the chapter/unit. They
will do this in order to gather evidence that shows that they have met the goals.
5. The teacher should periodically return to these goals throughout the chapter/unit in order for
the students to reflect on whether they are meeting their personal goals.
6. Students should save every piece of evidence/work produced throughout the chapter/unit. At
the end of a chapter/unit, students should take out their folder of collected work, and the
teacher should again review chapter/unit goals.
7. Focusing on the chapter/unit goals, students choose the work that best represents attainment
of the goals from the chapter/unit. Students should fill out a Reflection Sheet for each piece
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
of work they wish to put in My Language Dossier section. (It is possible that there may not
be any evidence/work for some performance standards if the teacher has not focused on
producing such evidence during that chapter/unit.)
Note: Students need only keep what they perceive to be the work that best represents
attainment of the goals, and they may throw the rest of their work away if they do not want to
keep it.
8. As some point, have the students share this section with others - you as their teacher, other
teachers, their fellow students, and/or their parents/guardians.
9. This cycle of goal setting, evidence collection, and reflection is repeated until the end of the
year and begins again during the next year. Ultimately, students will have a folder in which
they have groups of work divided by chapters/units that represent the goals set, evidence of
progress, and reflections about their growth. At the end of each semester and/or the end of
the year, the teacher may ask that students look at their overall growth and goal attainment.
Option: At the end of the year, the students may reduce the size of their dossier to five to ten
pieces of work. Although, at least one piece of work for each performance standard must be
kept in the dossier.
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide
Resources for the LinguaFolio Wisconsin
Concordia Language Visa – My Language Journey
http://clvweb.cord.edu/prweb/
LinguaFolio Indiana
http://www.doe.state.in.us/opd/docs/A%20Guide%20for%20Implementing%20Linguafolio%20I
ndiana%2011-04.doc
LinguaFolio Nebraska
http://linguafolio.unl.edu/
LinguaFolio Kentucky
www.education.ky.gov/.../High+School/Language+Learning/Other+World+Languages/LinguaF
olio+Kentucky.htm
LinguaFolio Virginia, North Carolina, South Carolina, Kentucky,
Georgia
http://www.pen.k12.va.us/linguafolio/
National Council of State Supervisors for Languages
www.ncssfl.org/links/index.php?linguafolio
PowerPoint Presentation - LinguaFolio USA!
www.wku.edu/modernlanguages/ieq/ppt/LinguaFolioWKY05.htm
Wisconsin’s Planning Curriculum for Learning World Languages
http://dpi.state.wi.us/pubsales/global_1.html
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WAFLT Wisconsin Association For Language Teachers: LinguaFolio Wisconsin Teacher Guide